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Lesson Plan in Science 9 (2nd Quarter Week 1)

This lesson plan for Grade 9 Science focuses on understanding the Bohr model of the atom and its improvements over Rutherford's model. Students will engage in activities such as building atomic models, researching key features of both models, and discussing their findings. The lesson includes assessments, a homework assignment, and additional resources to reinforce the concepts learned.

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59 views4 pages

Lesson Plan in Science 9 (2nd Quarter Week 1)

This lesson plan for Grade 9 Science focuses on understanding the Bohr model of the atom and its improvements over Rutherford's model. Students will engage in activities such as building atomic models, researching key features of both models, and discussing their findings. The lesson includes assessments, a homework assignment, and additional resources to reinforce the concepts learned.

Uploaded by

anthonydongon
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Plan SCIENCE 9

(OCTOBER 8, 2024)
Understanding the Bohr Model of the Atom
Objective:
Describe how the Bohr model of the atom improved Rutherford’s atomic model.
Code:
S9MT-IIa-21
Grade Level:
9
Subject:
Science

(1) Review
Begin the lesson with a quick review of Rutherford’s atomic model. Discuss the following points:
 Rutherford's experiment and the discovery of the nucleus.
 The limitations of the Rutherford model, particularly regarding electron behavior and energy levels.
(2) Motivation
Show a short video clip (3-5 minutes) that illustrates the structure of the atom and briefly mentions the different atomic models,
culminating in the introduction of the Bohr model. Pose the question: "How do you think the Bohr model improves upon Rutherford's
model?" to spark student curiosity.
(3) Activity
Interactive Workshop: "Building Atomic Models"
Materials Needed:
 Colored balls (representing protons, neutrons, and electrons)
 Wire or string (for orbits)
 Markers and paper for labeling
 Access to computers/tablets for research
Instructions:
1. Group Formation: Divide the class into small groups of 4-5 students.
2. Research: Each group will research the key features of Rutherford’s and Bohr’s atomic models using computers/tablets. They
should focus on the differences and improvements Bohr made.
3. Model Building:
 Using colored balls, each group will create a 3D model of both the Rutherford and Bohr models of the atom.
 Use wire or string to represent the orbits of electrons in the Bohr model.
 Label each part of the model (nucleus, electron orbits, protons, neutrons).
4. Presentation: Each group will present their models to the class, explaining the differences between the Rutherford and Bohr
models and highlighting how the Bohr model addresses the limitations of Rutherford's model.
(4) Analysis
After the presentations, facilitate a class discussion. Encourage students to analyze the strengths and weaknesses of both models. Ask
guiding questions:
 What new information did the Bohr model provide about electrons?
 How does the Bohr model explain the stability of atoms?
(5) Abstraction
Guide students to abstract the key concepts:
 Electrons occupy specific energy levels.
 Electrons can jump between levels, explaining the emission of light.
 The concept of quantized energy levels.
(6) Application
Real-Life Problem: Ask students to consider why understanding atomic models is essential in modern technology. For example, how does
the understanding of electron energy levels impact the development of lasers and semiconductors? Have them discuss in groups and
present their thoughts.
(7) Assessment
Quiz Questions:
1. Multiple Choice: What is a key feature of the Bohr model?
 A) Electrons are in fixed orbits
 B) Electrons are randomly distributed
 C) Atoms have no nucleus
 Answer: A
2. True/False: The Rutherford model suggested that electrons could have any energy level.
 Answer: False
3. Fill-in-the-Blank: According to the Bohr model, electrons can move between energy levels by _______ or _______ energy.
 Answer: absorbing; emitting
4. Multiple Choice: Which atomic model introduced the concept of quantized energy levels?
 A) Dalton's model
 B) Rutherford's model
 C) Bohr's model
 Answer: C
5. True/False: The Bohr model improved upon the Rutherford model by providing a more accurate description of electron behavior.
 Answer: True
(8) Assignment
Homework: Write a one-page essay comparing the Rutherford and Bohr models of the atom. Include:
 Key differences in electron arrangement.
 How the Bohr model addresses the limitations of the Rutherford model.
 Real-life applications of the Bohr model in technology or science.

Additional Resources
5 Questions and Answers:
1. What did Rutherford’s model lack?
 It lacked a clear explanation for electron arrangement and stability.
2. How did Bohr's model explain the emission of light?
 It explained that electrons emit light when they jump from a higher energy level to a lower energy level.
3. What is an electron cloud?
 It's a concept introduced later, representing the probable locations of electrons rather than fixed orbits.
4. Why are energy levels considered quantized?
 Because electrons can only exist at specific energy levels, not in between.
5. What is the significance of the nucleus in atomic models?
 The nucleus contains protons and neutrons, which make up most of the atom's mass.

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